The document provides guidelines for marking the Bahasa Ingeris (English Language) paper for the 2011 Sijil Pelajaran Malaysia (Malaysian Certificate of Education) examination. It outlines the assessment criteria for Section A: Directed Writing, which includes 3 marks for format, 12 marks for content, and 20 marks for language, for a total of 35 marks. For Section B: Continuous Writing, candidates' responses will be assessed based on impression and fitted to one of several bands that describe language accuracy, vocabulary, punctuation, and other criteria. The document also contains sample answers for Section C: Comprehension questions and guidance for summarizing responses.

1. SULIT
BAHAGIAN PENGURUSAN
SEKOLAH BERASRAMA PENUH DAN SEKOLAH KECEMERLANGAN
KEMENTERIAN PELAJARAN MALAYSIA
PEPERIKSAAN PERCUBAAN
SIJIL PELAJARAN MALAYSIA
2011
PERATURAN PERMARKAHAN
BAHASA INGGERIS
KERTAS 1 & 2

2. SECTION A : DIRECTED WRITING
This question is assessed as follows :
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
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TOTAL 35 marks
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2) FORMAT & CONTENT MARKS :
FORMAT MARKS
F1 = address to the principal 1
F2 = title 1
F3 = name 1
Sub-total 3
(All keywords must be mentioned or paraphrased before any content point can be
awarded. If any idea is incomplete, content point cannot be awarded)
C1 Date - 2nd July 2011 1
C2 Time – 7.45 am - afternoon 1
C3 Participation – 1,400 students 1
C4 Route – 1.5 kilometres 1
C5 to increase fitness - stamina 1
C6 to instill unity - students 1
C7 to excel - sports 1
C8 aerobic exercise 1
C9 futsal competition 1
C10 exhibitions 1
C11 Benefit of the activity 1
C12 Another benefit of the activity 1
Sub-total 12
Grand Total 15

3. 3
DIRECTED WRITING BAND DESCRIPTORS
MARK DESCRIPTION OF CRITERIA
RANGE
The language is entirely accurate apart from very occasional first draft
slips.
A Sentence structure is varied and shows that the candidate is able to
use various types of sentences to achieve a particular effect.
19 – 20 Vocabulary is wide and is used with precision.
Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full range of vocabulary used.
Paragraphs are well-planned, have unity and are linked.
The topic is addressed with consistent relevance.
The interest of the reader is aroused and sustained throughout the
writing.
The tone is appropriate for a talk.
The language is accurate; occasional errors are either minor or first
draft slips.
B Vocabulary is wide enough to convey intended shades of meaning
with some precision.
16 - 18 Sentences show some variation of length and type, including some
complex sentences.
Punctuation is almost always accurate and generally helpful.
Spelling is nearly always accurate.
Paragraphs show some evidence of planning, have unity and are
usually appropriately linked.
The piece of writing is relevant to the topic and the interest of the
reader is aroused and sustained throughout most of the composition.
The composition is written in paragraphs which show some unity and
are usually linked appropriately.
The tone is appropriate for a talk.
The language is largely accurate.
Simple structures are used without error; mistakes may occur when
C more sophisticated structures are attempted.
Vocabulary is wide enough to convey intended meaning but may lack
13 - 15 precision.
Sentences may show some variety of structure and length but there is a
tendency to use one type of structure, giving it a monotonous effect.
Punctuation of simple structures is accurate on the whole but errors
may occur in more complex uses.
Simple words may be spelt correctly but errors may occur when more
sophisticated words are used.
The composition is written in paragraphs which may show some
unity, although links may be absent or inappropriate.
The writing is relevant but may lack originally and planning. Some
interest is aroused but not sustained.
The composition is written in paragraphs which show some unity,
although links may be absent or inappropriate.
The tone is mostly appropriate.

4. 4
The language is sufficiently accurate to communicate meaning clearly
to the reader.
D There will be patches of clear language, particularly when simple
vocabulary and structures are used.
10 - 12 There is some variety of sentence type and length but the purpose is
not clearly seen.
Punctuation is generally correct but does not clarify meaning.
Vocabulary is usually adequate to show intended meaning but this is
not developed to show precision.
Simple words will be spelt correctly but more spelling errors will
occur.
Paragraphs are used but show lack of planning and unity.
The topic is addressed with some relevance but the reader may find
composition at this level lacking in liveliness and interest value.
The article is written in paragraphs which may show some unity in
topic.
Lapses in tone may be a feature.
Meaning is never in doubt, but single word errors are sufficiently
frequent and serious to hamper reading.
E Some simple structures may be accurate, but a script at this level is
unlikely to sustain accuracy for long.
7-9 Vocabulary is limited – either too simple to convey precise meaning or
more ambitious but imperfectly understood.
Simple words will be spelt correctly but frequent mistakes in spelling
and punctuation make reading the script difficult.
Paragraphs lack unity or are haphazardly arranged.
The high incidence of linguistic errors is likely to distract the reader
from any merits of content that the composition may have.
The article will have paragraphs but these lack unity and links are
incorrectly used or the article may not be paragraphed at all. There may
be errors of sentence separation and punctuation.
The tone may be inappropriate for a talk.
Meaning is fairly clear but high incidence of throughout the writing
will definitely impede the reading.
U (i) There will be many serious errors of various kinds throughout the script
but they are mainly of the single word type, i.e. they could be corrected
4-6 without rewriting the whole sentence.
A script at this level will have very few accurate sentences.
Although communication is established, the frequent errors may cause
blurring.
Sentences will be simple and very often repetitive.
Punctuation will sometimes be used correctly but sentence separation
errors may occur.
Paragraphs lack unity or there may not be any paragraphs at all.
There may be frequent spelling errors.
The tone may not be appropriate for a talk or, if it is, may not show
understanding of the detailed requirements of the task.

5. 5
The reader is able to get some sense out of the script but errors are
multiple in nature, requiring the reader to read and re-read before being
U(ii) able to understand.
At this level, there may be only a few accurate but simple sentences.
2-3 The content may be comprehensible, but the incidence of linguistic
error is so high as to make meaning blur.
This type of script may also be far short of the required number of
words.
Whole sections of the article may make little or no sense. There are
unlikely to be more than one or two accurate sentences.
The content is comprehensible, but its tone is hidden by the density of
errors.
Scripts in this category are almost entirely impossible to read.
U(iii) Whole sections of the article may make little or no sense at all or are
copied from the task.
0-1 Where occasional patches of clarity occur, marks should be awarded.
Award ‘1’ mark if some sense can be obtained.
The mark ‘0’ should only be awarded if the letter makes no sense at all
from beginning to end.
SECTION B : MARKING SCHEME FOR CONTINUOUS WRITING
1) The candidate’s response will be assessed based on impression.
2) The examiner shall read and re-read the response carefully and at the same time
underline for gross or minor errors or put in insertion marks (^) where such
errors occur.
3) The examiner should also mark for good vocabulary or expressions by putting a
merit tick at the end of such merits.
4) The examiner shall fit the candidate’s response against the most appropriate band
having most of the criteria as found in the band. The examiner may have to refer to
upper or lower bands to the band already chosen to BEST FIT the student’s
response to the most appropriate band. The marks from the band decided on for
the script also depend on the number of criteria that are found in the script.
5) Justify the band and marks given, if necessary, by commenting on the strengths
and weaknesses of the candidate’s response, using the criteria found in the band.

6. 6
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF CONTINUOUS
WRITING
MARK DESCRIPTION OF CRITERIA
RANGE
The language is entirely accurate apart from very occasional first draft
slips.
A Sentence structure is varied and shows that the candidate is able to
use various types of sentences to achieve a particular effect.
44 - 50 Vocabulary is wide and is used with precision.
Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full range of vocabulary used.
Paragraphs are well-planned, have unity and are linked.
The topic is addressed with consistent relevance.
The interest of the reader is aroused and sustained throughout the
writing.
The language is accurate; occasional errors are either minor or first
draft slips.
B Vocabulary is wide enough to convey intended shades of meaning with
some precision.
Sentences show some variation of length and type, including some
38 - 43 complex sentences.
Punctuation is almost always accurate and generally helpful.
Spelling is nearly always accurate.
Paragraphs show some evidence of planning, have unity and are
usually appropriately linked.
The piece of writing is relevant to the topic and the interest of the
reader is aroused and sustained through most of the composition.
The language is largely accurate.
Simple structures are used without error; mistakes may occur when
C more sophisticated structures are attempted.
Vocabulary is wide enough to convey intended meaning but may lack
precision.
32 - 37 Sentences may show some variety of structure and length but there is a
tendency to use one type of structure, giving it a monotonous effect.
Punctuation of simple structures is accurate on the whole but errors
may occur in more complex uses.
Simple words may be spelt correctly but errors may occur when more
sophisticated words are used.
The composition is written in paragraphs which may show some unity,
although links may be absent or inappropriate. The writing is relevant
but may lack originality and planning. Some interest is aroused but not
sustained.

7. 7
The language is sufficiently accurate to communicate meaning clearly
to the reader.
There will be patches of clear, accurate language, particularly when
D simple vocabulary and structures are used.
There is some variety of sentence type and length but the purpose is not
26 - 31 clearly seen. Punctuation is generally correct but does not clarify
meaning.
Vocabulary is usually adequate to show intended meaning but this is
not developed to show precision.
Simple words will be spelt correctly but more spelling errors will
occur.
Paragraphs are used but show lack of planning or unity.
The topic is addressed with some relevance but the reader may find
composition at this level lacking in liveliness and interest value.
Meaning is never in doubt, but single word errors are sufficiently
frequent and serious to hamper reading.
Some simple structures may be accurate, but a script at this level is
E unlikely to sustain accuracy for long.
Vocabulary is limited - either too simple to convey precise meaning or
20 - 25 more ambitious but imperfectly understood.
Simple words may be spelt correctly but frequent mistakes in spelling
and punctuation make reading the script difficult.
Paragraphs lack unity or are haphazardly arranged.
The subject matter will show some relevance to the topic but only a
partial treatment is given.
The high incidence of linguistic errors is likely to distract the reader
from any merits of content that the composition may have.
Meaning is fairly clear but the high incidence of errors throughout the
writing will definitely impede the reading.
There will be many serious errors of various kinds throughout the script
U(i) but they are mainly of the single word type, i.e. they could be corrected
without rewriting the whole sentence.
14 - 19 A script at this level will have very few accurate sentences.
Although communication is established, the frequent errors may cause
blurring.
Sentences will be simple and very often repetitive.
Punctuation will sometimes be used correctly but sentence separation
errors may occur.
Paragraphs lack unity or there may not be any paragraphs at all.
The reader is able to get some sense out of the script but errors are
multiple requiring the reader to read and re-read before being able to
understand.
U(ii) At this level, there may be only a few accurate but simple sentences.
The content may be comprehensible, but the incidence of linguistic
8 - 13 error is so high as to make meaning blur.
This type of script may also be far short of the required number of
words.
Scripts in this category are almost entirely impossible to read.
U(iii) Whole sections may make little or no sense at all.
Where occasional patches of clarity occur, marks should be awarded.
0-7

8. 8
MARK SCHEME : PAPER 2
SECTION A
Question Answer
1 B
2 C
3 A
4 A
5 D
6 B
7 A
8 C
9 D
10 A
11 A
12 B
13 C
14 D
15 B
SECTION B : INFORMATION TRANSFER
16. The Blind Side
17. John Lee Hancock
18. (American) semi-biographical drama / drama / drama film
19. Sandra Bullock
20. Academy Award for Best Actress
21. Academy Award nomination for Best Picture
(the word ‘nomination’ is mandatory)
22. (homeless) teenager (the word ‘homeless’ is optional)
23. scholarship / NCAA Division I athletic scholarship
24. popular / famous / sought-after
25. longs for / loves / wants

9. 9
SECTION C : COMPREHENSION
QUESTIONS 26 - 30
No. Answers Allowed Mark(s)
Lifting
26 We need to study a subject or topic to gain the necessary Lines 2-3 1
knowledge for an answer
27(a) It determines our work ethics, credibility and efficiency Lines 10-11 1
Plain laziness Line 17
27(b) OR 1
A lack of enthusiasm Line 17
We can get information that nobody else before this
generation could because of / due to the internet. Lines 22-23
28(a) (The word ‘internet’ should be mentioned to award 1
1 mark)
28(b) head Line 26 1
(i) To check if what the doctor says tally with the 1
symptoms
29(a) Lines 34-36
(ii) To know what other mothers who face the same
problem would do 1
When we are researching for something other than what
our boss has ordered.
29(b) Lines 43- 44 1
(When lifting the answer, the underlined words are
mandatory to award 1 mark)

10. 10
Possible answers:
- to find friends
- to read news
- to find information
30
- as a source of reference
- 2
- for entertainment
- downloading movies/ music
Note: Accept other relevant answers.

11. 11
SECTION C : SUMMARY
CONTENT : 10 marks
LANGUAGE : 5 marks
__________
TOTAL 15 marks
__________
31. CONTENT POINTS : Award 1 mark for each content point to a maximum of
10 marks
No. Points Lines Task
1 it determines our work ethics,
credibility and efficiency
10-11
(All of the underlined words must be
mentioned to award 1 mark)
2 employer would hire someone with 11-13
knowledge of the company’s
background/ movements
3 it is not very smart if you do not do any
homework.
15 The importance of
Award 1 mark if the underlined homework
phrase is mentioned
4 affect your job 15
5 crucial for your future success in life 15 -16
6 improve our social skills 30
7 the only way to obtain relevant 39
information
8 have the right motivation 19
9 get the assistance of textbooks and
Fnotes
24-25
(both words must be mentioned to
Ways which can
award 1 mark)
help us to
10 head to the library 26 complete our
homework
11 ask a tutor 26
12 email former students for help 26
13 have the option of calling someone 28
14 log on to / access the Internet 34
15 have the right job that motivates 46

12. 12
Maximum Marks Awarded:
Content 10 marks
Language 5 marks
Total 15 marks
STYLE AND PRESENTATION DESCRIPTOR FOR LANGUAGE
Marks for Style and Presentation are awarded based on the average sum total (to the nearest
rounded fraction/decimal) of Paraphrase and Use of English. Annotate as follows :
Paraphrase = 5
Use of English = 4
-------
9 ÷ 2 = 4.5 = 5 marks

13. 13
BAND DESCRIPTORS FOR SUMMARY
Marks PARAPHASE Marks Use of English
Candidates make a sustained Apart from very occasional slips,
attempt to rephrase the text the language is accurate. Any
5 language. Their expression is 5 occasional errors are either slips
secure. Allow phrases from the or minor errors. Sentence
text which are difficult to structure is varied and there is a
substitute marked ability to original
complex syntax outside text
structures. Punctuation is
accurate and helpful to the
reader. Spelling is secure across
the full range of vocabulary
used.
The language is almost always
There is a noticeable attempt to accurate. Serious errors will be
4 re-phrase the text. The 4 so isolated as to be almost
summary is free from stretches unnoticeable. Sentences will
of concentrated lifting and the show some variation including
expression is generally sound. original complex syntax outside
text structures. Punctuation is
accurate and generally Helpful.
Spelling is nearly always secure.
The language is fairly accurate
Intelligent and selective lifting but simple sentences tend to
3 with recognizable but limited 3 dominate the writing. When
attempts to rephrase the text. candidates use more complex
Their expression may not structures, serious errors may
always be secure but the occur. Some major errors or verb
attempts to substitutes will form and tense will be seen but
gain credit. these will not impede
understanding. Although linking
words are used, these may not be
very appropriate.
Meaning is not in doubt, but
Wholesale copying of text serious errors are becoming
2 material but not a complete 2 more frequent. Simple structures
transcript of the original. will be accurate, although this
Attempts to substitutes own accuracy is not sustained for
language will be limited to long. Simple punctuation will
single word expression; usually be correct, with
irrelevant sections of the text occasional errors of sentence
will be more frequent at this separation. Spelling is largely
and subsequent levels. accurate, but mistakes will occur
in handling more difficult words

14. 14
1-0 More or less a transcript of the 1-0 Distorted detail will destroy the
text Originality barely sequence in places. Heavy
noticeable. There will also be frequency of serious errors,
random transcription of impeding the reading in many
irrelevant sections of the text- places. Fractured syntax is much
more pronounced at this level,
and punctuation falters. Errors of
sentence separation are liable to
be frequent.
SECTION D : LITERATURE COMPONENT
QUESTIONS 32-33
32 (a) The melody/The song/The song played by the flute player/
The song played by the flautist [1 mark]
32 (b) Quiet and deserted/Deserted/Sick rice field/Infertile rice field/
Barren rice field
Do not accept ‘quiet’ as the only answer [1 mark]
32(c ) Many villagers moved out from the village/People moved out
from the village/People left the village/People went to the city/
People went to town/ People moved to the city/People moved to town [1 mark]
32 (d) Accept any plausible answers.
Both questions should be answered to award 2 marks.
Marks awarded will only be 2 or 0. [2 marks / 0 ]

15. 15
QUESTION 33 : NOVEL
Marks awarded are as follows :
CONTENT : 10 marks
LANGUAGE : 5 marks
_________
TOTAL 15 marks
Please refer to the band descriptors below before deciding which band BEST FITS the mark
for CONTENT and LANGUAGE.
BAND DESCRIPTORS FOR CONTENT
SCORE BAND DESCRIPTORS
Response – relevant to specified task
Theme chosen – well supported and linked with evidence
9 - 10 or knowledge from text
Main and supporting ideas – relevant to specified task
Reasons – clearly presented, well- organised and easily
understood
Response – relevant to specified task
Theme chosen – usually supported and linked with
7-8 evidence or knowledge from text
Mains and supporting ideas – mostly relevant to specified
task
Reasons – clear and can be understood
Response – intermittently relevant to specified task
Theme chosen – supported and linked with some evidence
5-6 or knowledge from text
Some ideas – relevant to specified task
Reasons – generally clear, can be understood but lack
organisation
3-4 Response – barely relevant to specified task
Theme chosen – unlikely identified or even when
identified, not likely to be linked to the text
Reasons – hardly relevant to specified task and difficult to
understand
1 -2 Response – no understanding of specified task
Theme chosen – incoherent and unlikely linked to the text
Reasons – no relevance to specified task

16. 16
QUESTION 33 : NOVEL
BAND DESCRIPTORS FOR LANGUAGE
MARK USE OF LANGUAGE
Language – accurate, with very occasional slips
Occasional minor errors – first draft slips
5 Sentence structure – varied
Punctuation – accurate and helpful
Spelling – secure throughout response
Language – largely accurate
4 Sentence structure – some variations
Punctuation – accurate and generally helpful
Spelling – largely secure
Language – almost always accurate
3 Sentence structure – simple structures dominate
Punctuation – accurate and helpful
Spelling – mostly secure
Language – serious errors, more frequent
2 Sentence structure – simple structures accurate but not
sustained
Punctuation – usually correct
Spelling – nearly always secure
Language – serious errors, heavy frequency
1 Sentence structure – rampant fractured syntax
Punctuation – falters
Spelling – mostly inaccurate